L.OL.00.11 Identify that living things have basic needs. S.IP.00.13 Plan and conduct simple investigations. S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.00.16 Construct simple charts from data and observations.
METS-S/NETS-T
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills. 1. Use a variety of technologies to express ideas (voice, data, video, graphics, etc).
Essential Questions:
1) What is the number one seed that is apart of over a billion of people’s and animal’s diet? 2) Is it a Monocotyledon or a Dicotyledon?
Objectives:
Students will dissect and compare a dicotyledon and a monocotyledon seed and identify the seed coat, embryo, and food for plant. Then using smart board and other materials teacher and students will create a Page document to show other students their findings. Students will take pictures of their dissected seeds and upload to computer program to display what they have learned. Students need to come up with five observations of a monocot seed and a dicot seed. Teacher will type into page document on smart board.
Tools and Resources:
Computer
Program: Pages
Camera
magnifying lens
Seeds ( lima,pinto,corn) Dry and Wet beans
Scissors
Rationale:
Seeds are alike in some ways: They develop in the ovary of a plant flower; they all contain a little plant called an embryo; all seeds include food that helps the tiny plant grow until it can make food of its own.
Sequence of Activities:
Anticipatory Questions/Activity:
1) What does the inside of a dicotyledon seed look like?
2) What does the inside of a monocotyledon seed look like?
3) How can you tell the difference between a monocot and a dicot seed?
Body of Lesson Plan: Segment #1
(Artifact: link to real world, website, book, picture, etc.)
On a smart board bring up pages and review tutorial, Jing; http://screencast.com/t/NTJHSCEdmsLJ after that review tutorial for Pages program. Show students teachers example of the dissected seed document.
Segment #2
(Factual information/Vocab
Includes sample feedback loop)
1) What is the difference between a seed that has been soaked and one that is dry? The soaked seed is larger and the coat is loose. 2) Explain the difference between a dicot and a monocot seed. A dicot seed has two seed leaves, the monocot has one seed leaf. 3) What do you see in both seeds that have been split in two parts? The embryo of the new plant.
Using students new found knowledge, teacher will create a table in the Page documents to compare the differences between the two seeds. Students will provide teacher with informative observations made during the activity. Teacher will then put in the information into a table done in Pages and then display the information in 3D form.
Segment #4
(Detailed directions on how to complete activity)
1) Give groups of students a camera, dry bean, and corn seed and a soaked (lima) bean and corn seed. Take pictures of dry, wet, and seed coat.
2) Students will the remove the seed coat of the soaked bean. Ask , why does need a coat? Protects the seed from drying out.
3) Remove coat from dry bean, how does it differ from the wet? It is smaller since the wet absorbs the water.
4) Have students split open the seed using thumb nails. Does the seed split into two parts?Yes, there are two cotyledons; therefore, this bean seed belongs to the dicotyledon group.
5) Students then use magnifying lenses to try to locate the embryo. They need to look and identify the leaves, stem, and root stalk of the embryo.
6) Guide students to find the food storage area (cotyledons).
7) Write five observations of a dicot seed.
8) Repeat steps 1-7 doing the same procedure with the monocot seed.
Final presentation will consist of:
1) Picture of dry dicot seed.
2) Picture of wet dicot seed.
3) Picture of the dicot seed coat looks like under a magnifier.
4) Picture of the inside of a dicot seed.
5) Write at least 5 observations of a dicot.
6) Make a new Page Document
7) Picture of a dry monocot seed.
8) Picture of a wet monocot seed.
9) Picture of the inside of the monocot seed.
10) Write 5 observations of a monocot.
S.IP.00.13 Plan and conduct simple investigations. S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils,
balances, non-standard objects for measurement) that aid
observation and data collection.
S.IP.00.16 Construct simple charts from data and observations.
1. Use a variety of technologies to express ideas (voice, data, video, graphics, etc).
2) Is it a Monocotyledon or a Dicotyledon?
Program: Pages
Camera
magnifying lens
Seeds ( lima,pinto,corn) Dry and Wet beans
Scissors
2) What does the inside of a monocotyledon seed look like?
3) How can you tell the difference between a monocot and a dicot seed?
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
(Factual information/Vocab
Includes sample feedback loop)
2) Explain the difference between a dicot and a monocot seed. A dicot seed has two seed leaves, the monocot has one seed leaf.
3) What do you see in both seeds that have been split in two parts? The embryo of the new plant.
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
(Detailed directions on how to complete activity)
2) Students will the remove the seed coat of the soaked bean. Ask , why does need a coat? Protects the seed from drying out.
3) Remove coat from dry bean, how does it differ from the wet? It is smaller since the wet absorbs the water.
4) Have students split open the seed using thumb nails. Does the seed split into two parts?Yes, there are two cotyledons; therefore, this bean seed belongs to the dicotyledon group.
5) Students then use magnifying lenses to try to locate the embryo. They need to look and identify the leaves, stem, and root stalk of the embryo.
6) Guide students to find the food storage area (cotyledons).
7) Write five observations of a dicot seed.
8) Repeat steps 1-7 doing the same procedure with the monocot seed.
Final presentation will consist of:
1) Picture of dry dicot seed.
2) Picture of wet dicot seed.
3) Picture of the dicot seed coat looks like under a magnifier.
4) Picture of the inside of a dicot seed.
5) Write at least 5 observations of a dicot.
6) Make a new Page Document
7) Picture of a dry monocot seed.
8) Picture of a wet monocot seed.
9) Picture of the inside of the monocot seed.
10) Write 5 observations of a monocot.